Pyramid%20Model%20%20Overview%20Module

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Pyramid Model Overview Module
This initiative is made possible with a grant
from the Minnesota Department of Education using
federal funding CFDA 84.173 Special Education
Preschool Grants and CFDA 84.181 Special
Education Grants for Infants Families.  
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Is The Pyramid Model Right for Your Program?

• What is the Pyramid Model?
• Why Focus on Social Emotional Development?
• How Does the Pyramid Model Work?
• Stages of Implementation
• Benchmarks of Quality
• Data Collection
• Implementation Team
• Internal Coaching
• How Will We Know if We are Ready?
• What are the Benefits to Our Program?
• What are the Next Steps?

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What is the Pyramid Model?
Tertiary Intervention Few Children
Secondary Prevention Some Children
Universal Promotion All Children
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Foundation Effective Workforce

• The foundation for all practices in the Pyramid
  Model are the systems and policies necessary to
  ensure a workforce that is able to adopt and
  sustain the evidence-based practices.

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Nurturing Responsive Caregiving Relationships
and High Quality Supportive Environments TIER 1

• Supportive and responsive relationships among
  adults and children is an essential component to
  promote healthy social emotional development.
• High quality early childhood environments promote
  positive outcomes for ALL children.

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Targeted Social Emotional Supports TIER 2

• Provides explicit instruction around social
  emotional skills.
• Addresses self regulation, expressing and
  understanding emotions, and developing social
  relationships.
• Some children need systematic and focused
  instruction to learn discrete social emotional
  skills.

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Individualized Intensive InterventionsTIER 3

• Individualized Intervention
• When children have ongoing challenging behavior,
  comprehensive interventions are developed to
  resolve problem behaviors and support the
  development of new skills.
• ? Family-Centered Intervention
• ? Assessment Based
• ? Focus on Skill Building

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Why focus on social-emotional development?

• Incidence Prevalence
• Statistics
• Link to academic achievement

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Why this Deserves Attention

• A childs delayed development can lead to more
  severe problem behavior.
• Social development and the ability to be engaged
  is essential for school readiness.
• Children with severe behavior problems are deeply
  at risk for social exclusion and academic
  failure.
• The Pyramid Model has a particular focus on
  supporting the social development and
  relationships of young children with or at risk
  for delays or disabilities.

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How does Program Wide Adoption of the Pyramid
Model Work?

• Process for implementing the Pyramid Model to
  fidelity

• Content Strategies

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Critical Elements of Implementation Benchmarks
Of Quality

• Formally completed at least two times per year,
  but referred to on an ongoing basis.
• Guides Implementation Team and assesses progress
  towards Full Implementation to fidelity.
• Used to guide Implementation Teams Action Plan.
• Used to provide feedback to site.

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What Data Will be Collected Used?

• Ages Stages Questionnaire/Social Emotional
  (ASQ-SE)
• Teaching Pyramid Observation Tool (TPOT)/ 3-5
  AND The Pyramid Infant Toddler Observation Scale
  (TPITOS)/0-3
• Monthly Program Tracking Action Form (MPTA)
• Behavior Incident Report (BIRs)
• Benchmarks of Quality (BOQ)
• Optional Performance Review Measure

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Implementation Team Membership

• Administrator from ECSE Inclusion Partner
• Behavior Specialist
• Data Manager
• Internal Coach (1-2)
• Teacher Representative (1-2)
• Professional Development Facilitator (PDF)

Leadership is ultimately about creating a way for
people to contribute to making something
extraordinary happen. (Alan Keith)
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What is Coaching in Pyramid Model Implementation?

• An ongoing, outcome focused approach to improving
  intervention practices by providing opportunities
  to observe practices, implement with support and
  eventually implement independently. Coaching
  refers more specifically to on-site and in-vivo
  guidance provided by a consulting professional in
  order to help a practitioner (parent, teacher,
  child care professional) learn to implement an
  intervention procedure with fidelity.

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What are the Expected Benefits?

• Staff view themselves as having the skills to
  better support children in classrooms.
• Staff look to each other as sources of additional
  information and support.
• Staff can demonstrate the fundamental elements in
  their classrooms.
• A culture of support is created throughout the
  program.
• Staff become intentional and purposeful in
  interactions with children in order to build on
  their strengths.

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What are the Expected Benefits?

• Staff turn over is reduced staff satisfaction is
  increased.
• Staff ask for fewer suggestions from mental
  health professionals.
• The number of children receiving individual
  counseling from psychologists decreased.
• The number of children identified as having
  challenging behavior and referred for mental
  health services decreased.
• Program spends less time and resources on
  intervention level and more on prevention level
  of the Pyramid.

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For More Information.

• Technical Assistance Center on Social Emotional
  Intervention for Young Children (TACSEI)
• www.challengingbehavior.org
• Pyramid Model Overview
• http//challengingbehavior.fmhi.usf.edu/explore/ca
  mtasia/pyramid_overview/pyramid_overview_captions.
  html
• Center on Social Emotional Foundations for Early
  Learning (CSEFEL)
• www.vanderbilt.edu./csefel/
• 11 minute Overview of the Pyramid Model on
  YouTube
• https//www.youtube.com/watch?vxYYOUtMHHJst30
• 28 minute video on importance of Social Emotional
  Development
• http//csefel.vanderbilt.edu/resources/social_emot
  ional_competence.html

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What are the Next Steps?
This initiative is made possible with a grant
from the Minnesota Department of Education using
federal funding CFDA 84.173 Special Education
Preschool Grants and CFDA 84.181 Special
Education Grants for Infants Families.